Transcript Principles of the Standards - Golden Valley Charter School

COMMON CORE STATE STANDARDS
(CCSS)
OVERVIEW
The Shifts:
What they are and why they are important
Rationale for the CCSS

Declining US competitiveness at the global level

High rates of college remediation

Disparate standards across states

Today’s jobs require different skills
Principles of the CCSS


Fewer, clearer, and more rigorous standards
Aligned to expectations for college and career
readiness

Internationally benchmarked

Research and evidence-based
ELA/Literacy: 3 shifts
1.
Building knowledge through content-rich
nonfiction
Shift #1
Building knowledge through content-rich nonfiction





Much of our knowledge base comes from informational text
Informational text makes up vast majority of required
reading in college/workplace (80%)
Informational text harder for students to comprehend than
narrative text
Currently, students are asked to read very little of it in
elementary (7 - 15%) and middle school
CCSS moves percentages to

50:50 at elementary level

75:25 at secondary level (includes ELA, science, social studies)
ELA/Literacy: 3 shifts
1.
2.
Building knowledge through content-rich
nonfiction
Reading, writing, and speaking grounded in
evidence from text, both literary and informational
Shift #2
Reading, writing & speaking grounded in evidence, both
literary and informational



Most college and workplace writing is evidence-based and
expository in nature (not narrative)
Identifying and providing evidence is a major emphasis of
ELA standards
Being able to locate and understand evidence are hallmarks
of strong readers and writers
ELA/Literacy: 3 shifts
1.
2.
3.
Building knowledge through content-rich
nonfiction
Reading, writing, and speaking grounded in
evidence from text, both literary and informational
Regular practice with complex text and its
academic language
Shift #3
Regular Practice with Complex Text and its
Academic Language





Gap between complexity of college and high school texts is huge
What students can read, in terms of complexity is greatest
predictor of success in college (ACT study)
Too many students reading at too low a level
(<50% of graduates can read sufficiently complex texts)
Standards include a staircase of increasing text complexity from
elementary through high school
Standards also focus on building vocabulary that is shared across
many types of complex texts and many content areas
Mathematics: 3 shifts
1.
Focus: Focus strongly where the standards focus.
Shift #1
Focus strongly where the Standards focus


Significantly narrow the scope of content and
deepen how time and energy is spent in the math
classroom
Focus deeply only on what is emphasized in the
standards, so that students gain strong foundations
Traditional U.S. Approach
K
Number and
Operations
Measurement
and Geometry
Algebra and
Functions
Statistics and
Probability
12
Focusing attention within Number
and Operations
Operations and Algebraic
Thinking
Expressions
 and
Equations
Number and Operations—
Base Ten

K
1
2
3
4
Algebra
The Number
System
Number and
Operations—
Fractions



5
6
7
8
High School
Mathematics: 3 shifts
1.
2.
Focus: Focus strongly where the standards focus.
Coherence: Think across grades, and link to major
topics
Shift #2
Coherence: Think across grades, and
link to major topics within grades


Carefully connect the learning within and across
grades so that students can build new understanding
onto foundations built in previous years.
Begin to count on solid conceptual understanding of
core content and build on it. Each standard is not a
new event, but an extension of previous learning.
Mathematics: 3 shifts
1.
2.
3.
Focus: Focus strongly where the standards focus.
Coherence: Think across grades, and link to major
topics
Rigor: In major topics, pursue conceptual
understanding, procedural skill and fluency, and
application
Shift #3
Rigor: In major topics, pursue conceptual understanding,
procedural skill and fluency, and application

The CCSSM require a balance of:
 Solid
conceptual understanding
 Procedural skill and fluency
 Application of skills in problem solving situations

This requires equal intensity in time, activities, and
resources in pursuit of all three
Priorities in Mathematics
Grade
Priorities in Support of Rich Instruction and
Expectations of Fluency and Conceptual Understanding
K–2
Addition and subtraction, measurement using
whole number quantities
3–5
Multiplication and division of whole numbers
and fractions
6
7
8
Ratios and proportional reasoning; early
expressions and equations
Ratios and proportional reasoning; arithmetic
of rational numbers
Linear algebra
Implementation at GVCS
2012-13: Awareness
1.
2.
3.
4.
Training Needs Assessment – Coming Soon!
MATH standards: content, shifts, compare/contrast with CA
Standards
MATH & ELA documents: focus by grade level, user-friendly
parent materials (Committee Work)
Resources: create online depository and system of links
Implementation at GVCS
2013-14: Awareness & Transition
1.
2.
ELA standards: content, shifts, focus, compare/contrast
with CA Standards
ELA documents: writing rubrics and exemplars (with
focus on evidence); measures of text complexity
3.
ELA & Math frameworks: communicate with parents
4.
SBAC: what new assessments will look like and require
Implementation at GVCS
2014-15: FULL IMPLEMENTATION
1.
2.
MATH & ELA: Support content shifts with bridge &
supplemental materials; support instructional shifts with
continued professional development
SBAC: new assessments in place
Resources





Handouts
Links on GVCS website and uploads on Google
Docs – COMING SOON!
CDE: http://www.cde.ca.gov/re/cc/educators.asp
Achieve the Core: http://www.achievethecore.org/
CCSS Initiative: http://www.corestandards.org/